Educational Inquiry, Measurement, & Evaluation PhD (EIME)

EIME Course Descriptions

 

 

Prerequisite Courses

Students admitted to the EIME program are expected to have previously acquired competencies equivalent to satisfactory completion of the following master's level courses:

Introduction to Research Methods in Education (CPSE 672 or IP&T 550)

Assessment of Learning Outcomes (IP&T 652)

Introduction to Evaluation in Education (IP&T 661)

Introduction to Statistical Inference (STATS 510)

In lieu of these courses students may provide evidence of their competency in one or more of these areas by describing experiences they have acquired or products they have developed, etc.  New students should consult with their program advisor to determine which of these requirements they have satisfactorily completed and which, if any, courses they still need to complete.

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Required Core Courses (21 credit hours)

All EIME PhD students will be expected to complete the EIME doctoral core courses listed below or equivalent courses approved by their doctoral advisory committee. EIME PhD students who have specialized course needs or objectives may substitute one 3-credit course for any of these core courses provided they have the consent of their doctoral advisory committee.

Psychological Foundations of Education (EIME 630). The formative ideas in philosophy and psychology used to conduct and evaluate scholarly inquiry in education. Includes basic issues, inquiry methods, and forms of scholarly analysis.

 Introduction to Qualitative Methods (IP&T 656 or CPSE 690R). Reasoning and methods utilized in qualitative research.

Quantitative Reasoning (IP&T 650). Use of analysis of variance and multiple regression/correlation in analyzing and interpreting results of educational research and evaluation.

Measurement Theory (IP&T 752). Classical and modern models for measuring human attributes. Issues related to reliability, validity, item selection, scoring, standard setting, and test equating. Use of item response theory and generalizability theory.

Advanced Evaluation in Education (IP&T 761). Assumptions, theories, practices, and problems associated with education evaluation.

Education Policy and Politics (EdLF 750). Educational policiy at the state and national levels emphasizing political theory, normative and empirical dimensions, and political factors that shape policy process, legislation, and practice.

Project and Instructional Resource Management (IP&T 682). Managing research, development, and evaluation projects in public schools and higher education. Planning, budgeting, supervising, managing personnel, and scheduling.

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Elective Methods Courses (minimum of 12 credit hours)

With the advice and consent of their doctoral advisory committee, EIME doctoral students will be expected to enhance the depth and breadth of their inquiry expertise by completing a coherent set of at least four elective courses selected from the categories listed below. Unless directed otherwise by their doctoral advisory committee, EIME PhD students will be expected to complete at least one course in the Designs for Inquiry category plus at least one course in the Qualitative and Quantitative Methods category.

EIME doctoral students may enroll for directed individual study on a selected topic in any category in which they have already completed at least one course.

Designs for Inquiry (at least one course required in this area)

Design-Based Research in Education (EIME 720). Principles of formative experimentation in studying developing interventions in natural contexts. Challenges of selecting and integrating inquiry methods, resolving implementation problems, linking programmatic variables to theory, assessing effects, and drawing valid conclusions.

Quasi-experimental Research Design and Analysis (IP&T 674R)

Single-Subject Research Design (CPSE 673). Use of applied behavior analysis in designing and conducting single-subject research in schools and other applied settings.

Action Research (TEd 698R). Developing, observing, gathering, interpreting, and reporting data from action research project. Two project credit hours must be taken during semester of project defense.

Qualitative and Quantitative Methods (at least one course required in this area) 

Data Analysis and Statistics (Stats II). Use of SPSS as a quantitative research tool. Conceptual integration of statistics and research design.

Meta-analysis (IP&T 674R).

Advanced Qualitative Analysis (IPT 756). Integration of qualitative research design and analysis with the use of social science qualitative software (NVIVO).

Advanced Statistical Methods (Soc 706R). Topics include advanced structural equations and hierarchical linear models or panel data techniques and generalized linear models.

Educational Measurement and Evaluation

Item Response Theory (IP&T 754). Types of computerized measurement and assessment methods and item forms, as well as their development, delivery, and statistical theory.

Public Program Evaluation (P Mgt 628). Principles and methodologies of evaluating programs and assessing program effectiveness in governmental and nonprofit entities.

Cost-Benefit Analysis (IP&T 674R)

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Content Area Specialty (12 credit hours)

Each EIME PhD student is expected to choose a content area specialty from one of the four options listed below. EIME doctoral students are expected to complete at least four courses in their chosen area of focus, including one or two required courses depending on the specialty area selected.

The Preparation and Development of Educators

Required courses:

History of Teaching and Teacher Education (TEd 660). History of teaching as a cross-generational social and cultural activity; teacher education as a professional practice with present-day educational implications.

Becoming a Student of Teaching (TEd 601). Introduction to graduate study and the benefit of teachers studying their own practice. Survey of leaders, literature, and current issues in education.

Elective courses (at least 6 additional credit hours selected from the following):

Classroom as Culture and Knowledge System (TEd 661). Classrooms as culture and knowledge systems and how those systems are created and sustained over time.

Teacher Learning and Development (TEd 662). Various models and aspects of teacher development. Topics include teacher identity formation, socialization, expertise, life and career cycles, burnout, and renewal.

Mentoring and Supervision (TEd 664). Current research and trends in mentoring, including issues of supervising teachers. Implications for supporting development of beginning and experienced teachers.

Best Practices in Teacher Education (TEd 665). Teacher education curriculum; theories and research that support current practice; improving that practice.

Directed Individual Study (El Ed 793R).

Language, Literacy, and Communication

Required courses (6 credit hours, including the following):

Foundations of Literacy (TEd 620). Historical and theoretical perspective of literacy-related issues and challenges. Implications for making well-informed decisions that benefit all students.

Research in Literacy (TEd 627). Research literature in reading, both classical and current, emphasizing application of findings to educational practice.

Elective courses (at least 6 additional credits selected from the following):

Content-Area Literacy Instruction (TEd 603). Content-area instructional strategies attuned to vocabulary, concept development demands, nature of content-area texts. Issues of negotiating and creating texts in content-area disciplines.

Literacy Development and Instruction (TEd 622). Emergent, early, and adolescent literacy development; ideas for constructing appropriate literacy learning environments, experiences, and instructional interventions for students pre-K-12.

Reading Comprehension Instruction (TEd 623). Current theories and models of reading comprehension.  Implications for comprehension instruction considering cultural, linguistic, and cognitive differences; curriculum; curriculum integration; motivational strategies.

Literacy Assessments and Interventions (TEd 625). Formal and informal assessment procedures. Appropriate instructional interventions for students of varying ages, performance levels, and linguistic abilities, particularly struggling students.

Neurofoundations of Language, Speech, and Hearing (ComD 601). Neuroanatomy and neurophysiology underlying normal and impaired language, speech, and hearing processes.

Early Child Language Development and Intervention (ComD 630). Theories and practices in language treatment, emphasizing assessment and intervention for developmentally young children.

School-Age Language Disorders (ComD 679). Impact, assessment, and treatment of language impairment in children, emphasizing evaluation and intervention for school-aged children.

Language Testing (Ling 660). Construction, analysis, use, and interpretation of language tests.

Reading Theory and Pedagogy (Ling 672). Processes involved in reading, emphasizing how this skill is developed in a second/foreign language.

Learning and Instruction

Required course (6 credit hours, including the following):

Research Synthesis and Conceptualization (IP&T 750). Survey of major research problems, questions, and theories that have been investigated in instructional psychology and technology. Preparing critical, integrative synthesis of completed research; conceptualizing problems for further inquiry. Research prospectus required.

And one of the following three courses:

Theories of Learning and Cognition (CPSE 622). Learning and cognitive development theories and their application to attitudinal and behavioral change.

Principles of Learning (IP&T 620). Improving classroom learning through understanding underlying psychological principles and theories.

Contemporary Theories of Learning and Teaching (TEd 602). Contemporary theories of learning and teaching from personal and public perspectives and ways those theories converge with professional practice in classrooms and schools.

Elective courses (at least 6 additional credit hours selected from the following):

Academic Interventions for Children with Learning Problems (CPSE 612). Targeting academic needs, setting goals, developing research-based interventions, and monitoring progress to strengthen student academic achievement in the areas of reading, writing, and math.

Theories of Learning and Cognition (CPSE 622). Learning and cognitive development theories and their application to attitudinal and behavioral change.

Directed Individual Study (CPSE 693R).

Foundations of Instructional Technology (IP&T 520). Introduction to instructional psychology and technology theory and practice: psychological foundations of human performance technology and learning sciences. Current research issues, professional organization of the field, and ethical issues.

Instructional Design (IP&T 564). Identifying instructional problems; specifying objectives, instructional strategies, and media; analyzing learning outcomes; developing instructional materials and assessment instruments; validating instructional systems.

Advanced Instructional Design (IP&T 664). Advanced laboratory in instructional system design, production, formative evaluation, packaging, and implementation. Systematic critical analysis of all phases of development.

Advanced Topics (IP&T 692R).

Directed Individual Study (IP&T 693R).

Social-emotional Development and Intervention

Required course:

Problem Solving for Social and Emotional Interventions (CPSE 615). Principles, procedures, and strategies for classroom behavior management, social skills development, social behavior assessment, and learning environment enhancement through case studies and problem solving.

Elective courses: A minimum of 9 additional credit hours selected from the following:

Child Social/Emotional Assessment and Intervention (CPSE 602). Etiology and diagnosis of dysfunctional behavior and maladjustment, with interventions for school-age children and adolescents.  DSM-IV and IDEA diagnostic systems.

Helping Relationships (CPSE 603). Models and methods of establishing empowerment and parity in ethical and professional helping relationships with families of individuals with disabilities.

Moral Dimensions in Education (CPSE 604). Moral development and values that undergrid schooling.

Behavior Assessment and Intervention (CPSE 614). Functional assessment of behaviors using formal and informal behavioral observations.  Utilizing collected data to develop and monitor behavioral interventions.

Human Growth and Development (CPSE 649). Psychoeducational aspects of developmental theory across the life span, including psychosocial, moral, ego, cognitive, faith, and identity. Developmental implications in the counseling process.

Directed Individual Study (CPSE 693R).

Education for Democracy (TEd 604). The public purposes of education, including preparing students for active participation in a democracy.

Classroom as Culture and Knowledge System (TEd 661). Functions of classrooms as culture and knowledge systems and ways those systems are created and sustained over time.

Directed Individual Study (El Ed 793R).

History, Theories, and Research in Early Childhood Education (MFHD 623). History, research, philosophies, and models of early childhood education. Current issues and innovations.

Child and Adolescent Socialization (MFHD 660). Child and adolescent development in the context of social interaction, with particular emphasis on the family. Current theory and research evaluated.

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Seminar (2 credit hours)

EIME PhD students are expected to enroll in the weekly seminar (EIME 690R) in each fall and winter semester during their first two years in the doctoral program. Enrolled students earn 0.5 credits of seminar credit per semester.

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Internships (6 credit hours)

After completing their coursework, all EIME PhD students will be expected to participate in two 3-credit education doctorate internships or apprenticeships. Internship placements will be based on the interests of each student as well as the needs of the sponsoring agency. Applications must be submitted in writing and approved by both the students' graduate advisory committee and the EIME advisory council prior to beginning the experience.

Internship in Educational Research (EIME 781). Mentored applied experience working on educational research projects for a college, university, government agency, foundation, or private company.

Internship in Educational Measurement and Assessment (EIME 782). Mentored applied experience working for a company or government agency that develops tests or administers testing programs. Written reports required.

Internship in Educational Evaluation (EIME 783). Mentored applied experience working as an evaluator for a college, university, government agency, or private company that conducts evaluations for clients.

Internship in Educational Policy Analysis (EIME 784). Mentored applied experience working in policy analysis for a government agency, private company, or foundation.

University Teaching Apprenticeship (EIME 785). Mentored experience teaching a university course.

Design and Analysis Consulting Apprenticeship (EIME 786). Mentored applied experience working as a design and analysis consultant for a university.

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Dissertation (18 credit hours)

EIME 799R. Dissertation successfully completed and defended.

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